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Portuguese
Scholar Year: 2016/2017 - 2S
| Code: |
ESE_PORT |
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Acronym: |
FC_PT |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| FC |
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1º |
5,0 |
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Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
• To understand and critically interpret oral texts of increasing complexity and different genres.
• To master different oral registers, using a speech fluent, correct and appropriate to the interlocutors, the communicative objectives and the situational context.
• To read, interpret and critically evaluate written texts with varying degrees of complexity and belonging to different genres.
• To write texts from different genres to solve everyday problems and to build knowledge.
• To develop linguistic and metalinguistic awareness, mobilizing it in monitoring discursive interactions.
Syllabus
Listening comprehension
• Comprehensive, selective and detailed listening strategies.
• Listening of predominantly expository and argumentative texts, such as interviews, debates, documentaries.
Oral expression
• Planning, execution and evaluation of oral texts, such as oral presentations, interviews and debates or round tables.
Reading comprehension
• Strategies of global comprehension, information selection, inferential understanding and critical understanding.
• Analytical and critical reading of media texts and literary texts of expository, argumentative, argumentative and narrative genre.
• Autonomous reading of a work selected by the student (referring to NLP lists for secondary education and works available in the ESE library).
Writing
• Strategies for planning, textualizing and revising texts.
• Writing texts of different genres and for different purposes, such as reports, argumentative-expository texts and texts of critical appreciation.
Grammar
• Characteristics of spontaneous speech and formal orality.
• Linguistic knowledge that can be mobilized in textualization and revising operations (spelling, punctuation and syntactic knowledge, morphosyntactic processes, semantics, textual cohesion).
Note: Theater and poetry texts may also be selected.
Teaching methodologies
The methodologies to be implemented within the framework of the Complementary Portuguese UC focus on the active participation of the students, both in linguistic and textual practices to be developed individually, according to different needs and profiles or in discursive interactions in work of pairs, group and in class. Classroom planning is based on topics of current interest and interest in the class, so that writing, reading, and oral practices are contextualized. Fundamentally, the development of comprehension and expression skills is promoted through procedural approaches, with an individualized pedagogical accompaniment of the different stages of production of oral and written texts and of different strategies and processes of comprehension in reading and speaking. The selection of themes and types of texts will be made according to the profile of the students, however, focusing on the types of text transverse to the different curricular units, such as oral presentations (oral presentation of papers) and expository-argumentative texts (In academic work). The autonomous reading of a work is based on a perspective of an open canon, starting from the students' reading preferences. Given the importance of the social contextualization of discursive practices, participation in media mediated by computers, such as forums, is used. The use of technological tools is also associated with reflection on the language and the revision of texts. Students will be able to request individualized support of the teacher for the orientation and organization of writing, reading, and oral work and also for the clarification of doubts. This support can be done in person or at a distance.
Assessment methodologies and evidences
In order to integrate the UC assessment into discursive practices, the main evaluation tool is a portfolio. Continuous assessment focuses on all activities and work developed during the semester, including (i) attendance (attending at least 75% of classes) and participation in classes (10%), and (ii) the constitution of the portfolio, which should portray an individual work path.
The portfolio must include, at least:
• Presentation and index of the portfolio (5%);
• Materials to support an oral presentation (evaluation of the oral presentation) and a debate (25%);
• Oral comprehension guide (10%);
• Analytical and critical reading sheet (15%);
• Autonomous reading sheet (10%);
• Expository-argumentative text (including text plan and revision - 25%).
Students with special status should contact the teacher during the first weeks of classes to determine the forms of assessment.
Students who do not meet the conditions associated with the continuous assessment modality may take a final exam.
Attendance system
Taking into account the specific nature of this course, student attendance is subject to a minimum of 75% attendance at the classes, with the exception of students with special status (Article 24 RFA).
Bibliography
AZEREDO, Olga, M. Isabel Pinto e M. Carmo Lopes (2009). Da comunicação à expressão. Gramática prática de português. Lisboa: Lisboa Editora.
DGIDC (2008). Dicionário terminológico para consulta em linha (DT). Lisboa: Ministério da Educação. [disponível em http://dt.dge.mec.pt/]
DUARTE, Cristina, Fátima Rodrigues, Lúcia Lemos e Madalena Dine (2015). Português. Cursos profissionais de nível tecnológico. Módulos 1, 2, 3, 4. Lisboa: Lisboa Editora/Raiz Editora.
__________ (2015). Português. Cursos profissionais de nível tecnológico. Módulos 5, 6, 7, 8. Lisboa: Lisboa Editora/Raiz Editora.
DUARTE, Inês (2000). Língua Portuguesa. Instrumentos de análise. Lisboa: Universidade Aberta.
DUARTE, Isabel Margarida (org.) (2002). Gavetas de leitura. Estratégias e materiais para uma pedagogia da leitura. Porto: Asa.
IAVE. Banco de itens: http://bi.iave.pt/exames/exames/eSecundario/
FERREIRA, Idalina, Purificação Silvano e Sónia Valente Rodrigues (2014). Português + 10. Porto: Areal Editores.
FERREIRA, Idalina, Purificação Silvano e Sónia Valente Rodrigues (2014). Português + 11. Porto: Areal Editores.
FERREIRA, Idalina, Purificação Silvano e Sónia Valente Rodrigues (2014). Português + 12. Porto: Areal Editores.
Plano Nacional de Leitura: http://www.planonacionaldeleitura.gov.pt/index1.php
Portal da Língua Portuguesa: http://www.portaldalinguaportuguesa.org/
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